Bibliographic record
Abstract
03–1Abrams, Zsuzsanna I. (U. of Texas at Austin, USA). Surfing to cross-cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals (New York, USA), 35, 2 (2002), 141–60. 03–2Adami, Hervé (Université Nancy 2, France). L'oralité et la métalangue dans les rapports au langage des scripteurs/lecteurs en insécurité à l'écrit. [Spoken language and metalanguage as influences on the attitudes of unskilled readers and writers to written language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 7–37. 03–3Allum, Paul (Rikkyo U., Tokyo, Japan; Email: pallum@gol.com ). CALL and the classroom: The case for comparative research. ReCALL (Cambridge, UK), 14, 1 (2002), 146–66. 03–4Ayres, Robert (UNITEC, Auckland, New Zealand; Email: rayres@unitec.ac.nz ). Learner attitudes towards the use of CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 241–49. 03–5Becker, Claudia A. (Loyola U., Chicago, USA). Turning ‘a rough journey’ into a smoother crossing of borders: Insights into the world of female international interns in the German-speaking workplace. Journal of Language for International Business (Glendale, AZ, USA), 13, 1/2 (2002), 22–42. 03–6Beckett, Gulbahar H. (U. of Cincinnati, Ohio, USA). Teacher and student evaluations of project-based instruction. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 52–66. 03–7Biber, Douglas and Reppen, Randi (Northern Arizona U., USA; Email: douglas.biber@nau.edu ). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 199–208. 03–8Black, Paul and Goebel, Zane (Northern Territory U., Australia; Email: pblack@darwin.ntu.edu.au ). Multiliteracies in the teaching of Indonesian. Babel (AFMLTA) (N. Adelaide, Australia), 37, 1 (2002), 22–38. 03–9Boldt, R. F. (Educational Testing Service, USA; Email: rboldt@ets.org ) and Ross, S. J. Language programme meta-analysis: Assessing corporate programmes in Korean and Japanese companies. English Teaching (Korea), 57, 3 (2002), 353–71. 03–10Boulon, Joline (Université Claude Bernard Lyon 1, Villeurbanne, France; Email: boulon@univ-lyon1.fr ). Narcy's learning stages as the base for creating multimedia modules for L2 acquisition. ReCALL (Cambridge, UK), 14, 1 (2002), 109–19. 03–11Bueno, Kathleen A. (Southern Illinois U.-Edwardsville, USA). Creating community and making connections in the third-year Spanish course: A content-based approach. Foreign Language Annals (New York, USA), 35, 3 (2002), 333–42. 03–12Callahan, Philip (U. of Arizona, USA; Email: pec@u.arizona.edu ) and Shaver, Peter. Formative considerations using integrative CALL. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 147–60. 03–13Chateau, Anne and Georges, Lucy (CRELENS [Centre de Ressources pour l'Enseignment des Langues Etrangères aux Non-Spécialistes]. Université Henri Poincaré, Nancy, France). La Recherche-Action: un moteur d'innovations pédagogiques? Analyse d'un cas concret. [Action Research: A driving force behind pedagogical innovation? A case study.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 66–79. 03–14Cullen, Richard (Canterbury Christ Church U. Coll., UK; Email: rmc1@can.ac.uk ). Supportive teacher talk: The importance of the F-move. ELT Journal (Oxford, UK), 56, 2 (2002), 117–27. 03–15de Courcy, Michèle (La Trobe U., Australia; Email: m.decourcy@latrobe.edu.au ), Warren, Jane and Burston, Monique. Children from diverse backgrounds in an immersion programme. Language and Education (Clevedon, UK), 16, 2 (2002), 112–27. 03–16Felix, Uschi (Monash U., Australia; Email: uschi.felix@arts.monash.edu.au ). The Web as a vehicle for constructivist approaches in language teaching. ReCALL (Cambridge, UK), 14, 1 (2002), 2–15. 03–17Fischer, Dore (Dublin Inst. of Technology, Ireland). Irish images of Germany: Using literary texts in intercultural learning. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 224–34. 03–18Fukushima, Tatsuya (U. of Arkansas, USA). Promotional video production in a foreign language course. Foreign Language Annals (New York, USA), 35, 3 (2002), 349–55. 03–19Gallien, Chloé (Université Nancy 2, France). Documents d'écoute et débutants: compte rendu d'une étude empirique. [Listening materials and beginners: Account of an empirical study.] Mélanges CRAPEL (Nancy, France), 26 (2001), 91–110. 03–20Ghosn, lrma K. (Lebanese American U., Byblos, Lebanon; Email: ighosn@byblos.lau.edu.lb ). Four good reasons to use literature in primary school ELT. ELT Journal (Oxford, UK), 56, 2 (2002), 172–79. 03–21Gil, Gloria (Universidade Federale de Santa Caterina, Brazil). Two complementary modes of foreign language classroom interaction. ELT Journal (Oxford, UK) 56, 3 (2002), 273–79. 03–22Gillespie, John H. and Barr, J. David (U. of Ulster, Northern Ireland, UK; Email: J.Gillespie@ulster.ac.uk ). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL (Cambridge, UK), 14, 1 (2002), 120–32. 03–23Gimeno-Sanz, Ana (Universidad Politécnica de Valencia, Spain; Email: agimeno@idm.upv.es ). E-language learning for the airline industry. ReCALL (Cambridge, UK), 14, 1 (2002), 47–57. 03–24Guest, Michael (Miyazaki Medical Coll., Japan; Email: michael@post.miyazaki-med.ac.jp ). A critical ‘checkbook’; for culture teaching and learning. ELT Journal (Oxford, UK), 56, 2 (2002), 154–61. 03–25Guichon, Nicolas and Penso, Anne (IUT2 de Grenoble, France). Vers une appropriation des outils multimédias. [Towards ownership of educational technology.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 90. 03–26Hémard, Dominique and Cushion, Steve (London Guildhall U., UK; Email: hemard@lgu.ac.uk ). Sound authoring on the Web: Meeting the users' needs. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 281–94. 03–27Henry, George and Zerwekh, Robert (Northern Illinois U., USA; Emails: henry@cs.nie.edu ; z
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.469 | 0.319 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".